Name: Emily Tabor
| Curriculum Unit Plan: Comprehension Subject Area: ELA Grade Level: 3rd Unit Title: Constructing Meaning |
GLCE /HSCE- Grade Level Content Expectation |
METS-S (focused on student using technology) OR NETS-T (focused on teacher’s using technology) |
Instructional Objectives (Must contain a performance) |
Tools and Resources |
| Filamentality Lesson |
R.WS.03.08 In context, determine the meaning of words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies and resources including context clues, concept mapping, and the dictionary. |
NETS-S 3B: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. |
Students will be able to differentiate (between pictures) and define (write short definition of each word) homophones in a original homemade picture booklet after visiting and interacting with the filamentality website on homophones and by reading and listening to the trade book Dear Deer by Gene Barretta read aloud by the teacher. |
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| Movie Lesson Plan |
S.DS.03.01 Engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols. |
NETS-T 1C: Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. |
Students (in groups of 5) will assemble a Literature Circle and video record themselves discussing the trade book exceeding no more than 8 minutes in length, with the use of a trade book and video camera. |
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| Multimedia Lesson Plan |
S.DS.03.03 Respond to multiple text types by reflecting, making connections, taking a position, and/or showing understanding. |
NETS-S 2C: Communicate information and ideas effectively to multiple audiences using a variety of media and formats. |
Students will write a 2 paragraph reflection (in daily journal) and take a position on a certain topic/book character provided by the teacher, and with the use of Prezi, present their position in at least 4 slides on the book character/topic. |
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| Free Choice |
R.CM.03.03 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding; including a narrative to an informational text, a literature selection to a subject area text, and an historical event to a current event. |
NETS-S 1-C: Use models and simulations to explore complex systems and issues. |
Students will be paired together to compare and contrast historical events to current events with the use of a Venn diagram containing at least 3 facts for each section of the graphic organizer (compare and contrast sections), upon completion students will host a weekly class news segment exceeding no more than five minutes in length, with the use of a video camera. |
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| Free Choice |
R.MT.03.02 Plan, monitor, regulate, evaluate skills, strategies, and processes to construct and convey meaning, (e.g., decoding unknown words), and use graphic organizers to deepen understanding of problem/solution and organizational patterns |
NETS-S 4C: Collect and analyze data to identify solutions and/or make informed decisions. |
Students will be able to evaluate and identify (list) problem-solutions, given in a prompt/topic/worksheet and use a graphic organizer to address 3 out of the 4 problems discussed and write at least 1 possible solutions for each problem. |
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